PROJECT MISSION, SUMMER 1968 AND SCHCOL OF THE …

[Pages:94]ED 036 588 TITLE

INSTITUTION SPONS AGENCY PUB DATE NOTE EEES PRICE

DESCitIPTORS

IDENTIFIERS

DOCUMENT RESUME

UD 009 596

PROJECT MISSION, SUMMER 1968 AND SCHCOL YEAR 1968-69 OF THE BALTIMORE CITY PUBLIC SCHOOLS, EVALUATION OF ESEA TITLE I PRCJECT FOR FISCAL YEAR 19694 EDUCATIONAL EESEAICH SERVICES, INC., WRITE PLAINS,

N.Y.

BAIIIMCFE CITY DEPT. 01 EDUCATION, MD. JUN 69

93R.

EDRS PRICE MF-4,0.50 hC-$4.75 COLLEGE STUDENTS, *DISADVANTAGED YOUTH, GRADUATE STUDENTS, INNER CITY, INSERVICE EDUCATION, *NEGRO STUDENTS, PROGRAM EVALUATION, STUDENT CHARACTERISTICS, *TEACHER EDUCATION, TEACHING EXPERIENCE, TEACHING PROGRAMS, *UREAN SCHCOLS BALTIMORE, *ELEMENTARY SECO1DARY EDUCATION ACT TITLE I PROGRAM, ESEA TITLE I PROGRAMS PROJECT MISSION

ABSTRACT

THIS REPORT EVALUATES PROJECT MISSION WHICH CFFERED

GRADUATE AND UNDERGRADUATE STUDENTS FEOM THREE OF MARYLAND'S STATE

COLLEGES SPECIAL TRAINING FOR TEACHING IN BALTIMORE'S INNER-CITY

SCHOOLS. PARTIALLY SUPPORTED BY ELEMENTARY AND SECONDARY EDUCATION

ACT TITLE I MONEY, TdE PROGRAM PROVIDED EACH STUDENT WITH A YEAR'S SUPERVISED EXPERIENCE TEACHING IN AN INNER-CITY SCHOOL, ALONG WITH

ACADEMIC STUEY. EVALUATIONS OF THE CHARACTERISTICS OF THE STUDENTS IN THE PROGRAM, AND OF THE PROGRAM ITSELF ARE INCLUDED, WITH TABLES AND

CHARTS IN SUPPORT. (KG)

C:0

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

0 9 5 9 6

Evaluation of

ESEA Title I Project for Fiscal Year 1969

PROJECT MISSION Summer 1968 and School Year 1968-69

of the

BALTIMORE CITY PUBLIC SCHOOLS 3 East 25th Street

Baltimore, Maryland 21218

June, 1969

%.0

CP*

Performed under contract by

44

EDUCATIONAL RESEARCH SERVICES, INC.

OJ

7 Holland Avenue

White Plains, New York 10603

TABLE OF CONTENTS

Page

I

INTRODUCTION

1

OBJECTIVES OF THE PROJECT

3

III

DESCRIPTION OF THE PROJECT

6

Recruitment and Selection

6

Orientation for Interns

7

Participating Colleges and

Project Professors

10

Cooperating Schools, Principals,

and Teachers

10

Components of the Internship

13

The Externship

15

Source of Support

16

IV

METHODOLOGICAL AND STATISTICAL CONSIDERATIONS

17

The Effective Teacher

17

Teacher Education

19

Evaluation Design Problems

21

V

EVALUATION PROCEDURES

24

VI

FINDINGS

27

Characteristics of Students Attracted

27

Academic Qualifications of Interns

28

Orientation to Teaching

30

Orientation to Inner-City Teaching

in Baltimore

33

What Kind of People Are the Interns?

35

The Program Itself

47

The Major Emphasis

47

The Program as Seen by Interns

48

Discernible Strengths

51

Discernible Weaknesses

52

TABLE OF CONTENTS (Continued)

Program Effectiveness Student Commitment Effects Seen by Students Themselves Comparative Performance Impact on Pupils

VII

RECOMMENDATIONS AND SUGGESTIONS

VIII

EVALUATION STAFF LIST

APPENDIX Teacher Intern Questionnaire Cooperating Teacher Questionnaire

Questionnaire for Principals Baltimore Project Mission Professor's Questionnaire

Page

53 53 55 58 65

72

77

TABLES

Page

1.

1968-69 Interns by Sex and Other Variables,

Project Mission

8

2.

Project Mission Interns, 1968-69, by Sex, Teaching

Level, and College Level

11

3.

Distribution of Grade Point Averages of 39 Interns,

1968-69, Project Mission

29

4.

Intercorrelation of Average Rating on Evaluation of the

Internship and Four Independent Variables

31

5.

Comparison of Four Classes of Student Teachers in Project

Mission on the Minnesota Teacher Attitude Inventory

32

6.

Frequency and Percent Distributions of Scores on Inner-City

Sensitivity Measure, 1968-69 Intern Teachers, Project

Mission, and Control Group

36

7.

Distributions of Scores on Inner-City Sensitivity Measure,

1968-69 Intern Teachers, Pretest and Posttest

37

8.

Average Standard Score of 86 Female :nterns on Strong

Vocational Interest Blank, by Rank Order of Occupations

39

9.

Average Standard Score of 41 Male Interns on Strong

Vocational Interest Blank, by Rank Order of Occupations

41

10.

Average Percentile Scores of Male and Female Interns on

Edwards Personal Preference Schedule

43

11.

Evaluation by Interns of Ten Aspects of Project Mission

50

12.

Interns and Externs, Project Mission, Past Four Years

56

TABLES (Continued)

13. Cooperating Teachers' Average Rating of Interns on Evaluation of the Internship, Project Mission

M. Cooperating Teachers' Average Rating of 1968-69

Interns and Non-Mission Control Student Teachers on Evaluation of the Internship 15. Number and Percent of Interns Rating Above Average in Teaching Abilities on Evaluation of the Internship 16. Comparison of Ratings of Project Mission Externs and Control Probationary Teachers 17. Percentile Distribution of Sample Extern Classrooms on Measure of Conditions for Learning

Page

59

61

63 64 67

DIAGRAMS

Page

Percentile Distribution of 1968-69 Interns on MTAI

34

Survival of 1965 Interns

57

Rating of Trainees on Teaching Abilities

62

Rank of Extern Classes on Conditions for Learning

68

CHAPTER 1 I N TR ODUCTI ON

This document is a report of an evaluation of one component of the Elementary and Secondary Education Act, Title I program in the Baltimore City Public Schools. That component is Project Mission, through which some 40 undergraduate and graduate students from three of Maryland's state colleges received special training from August, 1968 to June, 1969 for teaching in the inner-city schools of Baltimore.

The 1968-69 academic year is the fourth year of operation of Project Mission. The project was originally funded jointly by the cooperating institutions and the Ford Foundation. Beginning in July, 1968, the Department of Education of Baltimore City assumed the major responsibility of funding from both local and ESEA appropriations. Towson, Morgan, and Coppin State Colleges have been partners with Baltimore City in this projeci, with each college supplying a selected number of

students and professors.

Project Mission was conceived as a program to attract competent college seniors and graduate students and reinforce their desire and commitment to teach in the inner-city schools of Baltimore. Through the Project Mission program of teacher education, these students would be prepared to work competently with children in schools in disrclvantaged communities. Courses oriented toward inner-city students, a,year's internship in inner-city Baltimore schools, and participation in the community would further the intern teacher's knowledge and understanding of inner-city children, their homes and neighborhoods, their schools, their educational needs and characteristics,

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